College - Northern Arizona University · Web viewProposal for Course Change. FAST TRACK (Select if this will. be a fast track item. Refer to UCC or UGC Fast Track Policy for eligibility)

College

UCC/UGC/YCC

Proposal for Course Change

FORMCHECKBOX FAST TRACK (Select if this will be a fast track item. Refer to UCC or UGC Fast Track Policy for eligibility)

1. Effective BEGINNING of what term and year?:

Fall 2012

See effective dates calendar.

2. College:

Arts and Letters

3. Academic Unit:

History

4. Current course subject and number:

HIS 430

5. Current title, description and units. Cut and paste, in its entirety, from the current on-line academic catalog*. (www4.nau.edu/aio/AcademicCatalog/academiccatalogs.htm)

HIS 430 TEACHING METHODS FOR HISTORY AND SOCIAL SCIENCES (3)

Examines curricular, methodological, and philosophical issues surrounding teaching history and the social sciences. Required of all secondary education majors preparing to teach history and the social sciences. Normally completed the semester before student teaching. Co-convenes with HIS 530. Contains an assessment that must be passed to be eligible to register for student teaching. Letter grade only. Course fee required.

Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted.

HIS 430 TEACHING METHODS FOR HISTORY AND SOCIAL SCIENCES AND LEARNING GOVERNMENT AND ECONOMICS (3)

Examines curricular, methodological, and philosophical issues surrounding teaching history and the social sciences. This course focuses on the teaching and learning of government and economics, critical thinking skills, and ways of teaching secondary school government and economics classes. The content is interwoven with pedagogical strategies, evidence-based evaluation, standards, dispositions, and practice. Required of all secondary education majors preparing to teach history and the social sciences. Normally completed the semester before student teaching. Co-convenes with HIS 530. Contains an assessment that must be passed to be eligible to register for student teaching. Letter grade only. Course fee required. Prerequisite: HIS 330

*if there has been a previously approved UCC/UGC/YCC change since the last catalog year, please copy the approved text from the proposal form into this field.

6. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)? Yes FORMCHECKBOX No FORMCHECKBOX

If yes, describe the impact and attach written responses from the affected academic units prior to college curricular submission.

BSED Secondary Education; History and Social Studies. This proposal is being submitted concurrently with a plan change for the affected plan.

7. Is there a related plan or sub plan change proposal being submitted? Yes FORMCHECKBOX No FORMCHECKBOX

If no, explain.

8. Does this course include combined lecture and lab components? Yes FORMCHECKBOX No FORMCHECKBOX

If yes, note the units specific to each component in the course description above.

9. Is there a course fee? Yes FORMCHECKBOX No FORMCHECKBOX

10. Justification for course change.In the current program, History 430 trained teacher candidates in the teaching and learning of history, geography, government, and economics. As such, none of these subjects could be adequately addressed to meet the National Council for Social Studies (NCSS) standards and gain NCATE accreditation. Therefore, we have distributed the course objectives and learning objectives across two courses. The proposed History 430 will address the teaching and learning of government and economics and a new course has been created to train teachers in the teaching and learning of history and geography. This plan was applauded by NCSS

IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING

If the changes included in this proposal are significant, attach copies of original and proposed syllabi

CURRENT

PROPOSED

Current course subject and number

Proposed course subject and number

Current number of units

Proposed number of units

Current short course title

TCHNG MTHDS HIS/SOCSCI

Proposed short course title (max 30 characters) TCHNG LRNG GOVT ECON

Current long course title

TEACHING METHODS FOR HISTORY AND SOCIAL SCIENCES

Proposed long course title (max 100 characters) TEACHING AND LEARNING GOVERNMENT AND ECONOMICS

Current grading option

letter grade FORMCHECKBOX pass/fail FORMCHECKBOX or both FORMCHECKBOX

Proposed grading option

letter grade FORMCHECKBOX pass/fail FORMCHECKBOX or both FORMCHECKBOX

Current repeat for additional units

Proposed repeat for additional units

Current max number of units

Proposed max number of units

Current prerequisite

None

Proposed prerequisite

HIS 330

Current co-requisite

Proposed co-requisite

Current co-convene with

Proposed co-convene with

Current cross list with

Proposed cross list with

Answer 11-15 for UCC/YCC only:

11. Is this course an approved Liberal Studies or Diversity course? Yes FORMCHECKBOX No FORMCHECKBOX If yes, select all that apply. Liberal Studies FORMCHECKBOX Diversity FORMCHECKBOX Both FORMCHECKBOX

12. Do you want to remove the Liberal Studies or Diversity designation? Yes FORMCHECKBOX No FORMCHECKBOX

If yes, select all that apply. Liberal Studies FORMCHECKBOX Diversity FORMCHECKBOX Both FORMCHECKBOX

13. Is this course listed in the Course Equivalency Guide? Yes FORMCHECKBOX No FORMCHECKBOX

14. Is the course a Common Course as defined by your Articulation Task Force? Yes FORMCHECKBOX No FORMCHECKBOX

15. Is this course a Shared Unique Numbering (SUN) course? Yes FORMCHECKBOX No FORMCHECKBOX

Scott Galland 11/28/2011

Reviewed by Curriculum Process Associate

Date

Approvals:

Department Chair/ Unit Head (if appropriate) Date

Chair of college curriculum committee Date

Dean of college Date

For Committee use only:

UCC/UGC/YCC Approval Date

Approved as submitted: Yes FORMCHECKBOX No FORMCHECKBOX Approved as modified: Yes FORMCHECKBOX No FORMCHECKBOX

PROPOSED SYLLABUS

History 430: Teaching & Learning Social Studies, Government and Economics

College of Arts and Letters Department of History

Semester, Year

Class times:

LEC:

Office Hours:

Credits: 3

Instructor’s Name, Phone and E-mail

Contact info (Office address, phone, email address, relevant web/social media addresses)

Blackboard Learn: https://bblearn.nau.edu/

Course prerequisites: History 330

Signature Assessments: Economics Unit Plan, Government Unit Plan, Classroom Management Plan

Course Description: This course focuses on the disciplinary practices of political science, civics, economics, and financial literacy. Students will also learn critical thinking skills as well as methods of teaching middle and high school government and economics classes that support inquiry, utilize collaborative strategies, address current realities, and teach from many perspectives. The content is interwoven with pedagogical strategies, evidence-based evaluation, standards, disposition, and practice. In the government unit of the course students will gain a critical perspective on politics and government through an examination of theories of government, the philosophical and historical heritage of our system of governing, political institutions that shape policy as well as the factors that influence the policy making, and the pragmatic realities of modern American democracy. Content matter will focus upon the creation of the United States Constitution, the meaning of the Bill of Rights, and an exploration of the role both of these documents have played in our political, economic, and social lives, with a special emphasis on civil rights. Students will also focus upon the changing nature of American federalism and federal, state, and local power relations that have developed through our system of federalism.

In the economics unit of the course students will analyze the role that individual choice, market interaction, and public policy play in the allocation of scarce resources, the differences between market, command, and traditional economic decision making, the functions of labor and government in the national economy, the impact of globalization upon the economy, and the difference between macro and micro economics. The course will also include a focus on financial literacy and examine topics such as personal investment, credit, and taxes.

Course Goals: Four goals drive this class: 1) improve knowledge and understandings of the disciplines of political science and economics; 2) improve knowledge and understanding of the foundations of American government as well as the complexity of our government systems and political processes; 3) develop a broad understanding of economic systems, economic practices, and the need for financial literacy 4) explore best practices of teaching and learning government and economics. To accomplish these goals, students will explore the structure and function of government and the relationship between power, authority, and governance. They will also compare and contrast global economic systems and how each system answers the basic economic questions of allocating scarce resources. They will develop unit plans based on this knowledge and teach mini-lessons within the classroom. Learning plans will follow the Understanding by Design model with big ideas, essential questions, step-by-step instructions and an assessment plan.

Essential/Initiating Questions:

General: How is power distributed between people and government? What economic theories and practices inform and drive societies? How do students learn government and economics and grow in their practice of civic engagement?

U.S. Specific: What is the purpose and origin of the United States government? How do current events in the world influence the political and economic policies of the United States? What are the effects of an individual’s participation on government? How much power should the federal government have? What is the proper balance between national security and civil liberties? What is the proper balance between free enterprise and government regulation?

What economic theories and practices inform and drive societies? How do students learn government and economics and grow in their practice of civic engagement?

Student Learning Expectations/Outcomes for this Course

Learning Outcomes aligned with InTASC Professional Standards for Teaching

At the end of the course teacher candidates will know and be able to do the following :

Learner and Learning Environment

Promote learner growth (cognitive, linguistic, social, emotional, physical) by recognizing how learners construct knowledge and make meaning

Create learning experiences by considering individual and group similarities and differences and collaborating with families and community

Create a learning environment that is safe, collaborative, active, and self-driven

Knowledge and skills (see below for specific content knowledge and pedagogy)

Understand how content and skills are both important components to teaching and learning

Articulate an understanding of the disciplines and disciplinary skills in social studies;

Facilitate learning experiences to build student knowledge, skills, and local-global insights

Engage students in inquiry, critical thinking, creativity, and collaborative problem solving

Assessment

Design effective, culturally-wise assessments and rubrics in history/social studies instruction;

Implement a variety of methods to practice formative and summative assessment to guide student learning

Planning and Organization

Plan for a learner-centered classroom

Plan a year of study in History/Social Studies at the secondary level, meeting required standards;

Produce & review lessons and unit plans that foster critical thinking and active learning;

Analyze sources, methods, and unit designs and begin to determine which are appropriate and powerful learning tools to meet a variety of learning outcomes;

Instructional Strategies and methods

Demonstrate skills and methods that help students build knowledge and apply their knowledge in historical/critical inquiry (e.g. consider issues of content, perspective, source selection and analysis, themes, controversial issues, and democratic participation);

Adapt strategies for a variety of learners and environments

Dispositions and Professional Responsibility

Become familiar with professional organizations, journals, and professional activities in Social Studies and history education;

Collaborate with others to draft curriculum

Strengthen your teaching portfolio to demonstrate your knowledge, skills and experience;

Assemble an application packet for a history/social studies position;

Interview for a teaching position

Content Outcomes

Government:

· Comparison of different forms of government

· Ways in which the Enlightenment philosophers and English and colonial thought influenced the foundation of the U.S. government

· The principles of the Constitution--popular sovereignty, limited government, separation of powers, checks and balances, federalism, and judicial review

· The compromises necessary to create the Constitution and the battle for ratification

· The Bill of Rights--what the amendments are, why they were put into the Constitution, and their application today

· Amendments 11-27--the historical background of their incorporation into the Constitution and their application to today

· Political ideology--political socialization and its influence upon the political system

· Changing nature of federalism and all of its current messiness

· Powers and functions of the legislative, executive and judicial branches of government and how each branch relates to the others

· Process of a bill becoming a law with a focus on all of the competing interests

· The influence of the linking institutions upon policy making and the political process--interest groups and lobbyists, media, and political parties

· The formation of policy agendas, the enactment of public policies by Congress and the president and the implementation and interpretation of the policies by the bureaucracy and the courts

· The judicial interpretations of various civil rights and liberties, with a special emphasis on decisions that affect current student rights

· Connection of current issues to long standing debates in American politics ( for example, federalism, individual rights vs. public rights, privacy rights vs. public good, etc.)

Economics

· The relationship of scarcity to economics

· How different economic systems answer the questions of “what to produce,” “how to produce,” and how to distribute scarce goods and services

· How the economic choices made by individuals, businesses, governments, and societies incur opportunity costs

· Demand, supply, and equilibrium point

· The differences between micro and macro economics

· The role of “marginal” thinking in effective decision making (cost-benefit analysis)

· The principles of a market economy

· Comparison of the advantages and disadvantages sole proprietoriships, partnerships, and corporations

· The debate over what role the government should play in a market economy

· The principles of structure of the U.S. tax system and the impact of taxes upon the economy

· The role of labor in the economy

· The impact of globalization upon U.S. trade and economy and other parts of the world

· Economic problems--recession, inflation. unemployment, maldistribution of wealth, the deficit and the debt, inflation, poverty, etc.

· Financial literacy--investment, insurance, education, credit, stock market, personal taxes, etc.

Methods:

· Relevance: importance of keeping current with the news in order to apply what’s happening in today’s society with classroom content

· Questioning techniques for teachers and ways to teach students how to question

· Methods to elicit informed discussion--fishbowl, socratic seminars, debate techniques, etc.

· Methods of teaching controversial issues

· Technological and Media Literacy--ways to help students to become media literate in today’s “You Tube, tweeting, instant news era,”; teaching how to determine fact from opinion

· How to sift through and use the many web sites that provide lesson plans

· How to use primary sources from reading John Locke to the Constitution to Supreme Court decision to reading Adam Smith, Karl Marx, today’s economists, etc.

· How to relate current/historical events to economics; how to apply economic theories to political ideology

Course structure/approach: Blend of readings in content, pedagogy and practice, teacher modeling of lessons, student-led activities and teaching, discussion, and practice.

Textbook and required materials

Raskin, James B. We the Students: Supreme Court Cases for and about students, 3rd edition, American University, 2008

Annenberg Classroom, www.AnnenbergClassroom.org

Constitutional Rights Foundation, www.crf-usa.org

Marshall-BrennanConstitutional Literacy Project, www.wcl.american.edu//marshallbrennan

New York Times Learning Network, www.nytimes.com

Levitt, Stephen, Dubner, Stephen, Freakonomics, Rogue Economist Explores Hidden Side of Everything

Levitt, Stephen, Dubner, Super Freakonomics, Global Cooling, Patriotic Prostitutes, and Why Suicide Bombers Should Buy Life Insurance

Resources, Lesson studies and problem-based learning:

Sandra Day O’Connor “ICivics” project http://www.icivics.org/

AZ Foundation for Legal Services & Ed, “Project Citizen,” We the People,” & “Kids Voting”

Economics Internet Library, www.businessbookmall.com/economics

Economics About, www.Economics.about.com

The Wall Street Journal, www.wsj.com

Dollars and Sense, www.dollarsandsense.org

Teaching Economics as if People Mattered, www.teachingeconomics.org

Econoclass, www.econoclass.com

CCEE’s Economic Insights Publication, www.ccee.net/newsletter

Freakonomics, www.Freakonomics.com

Foundation for Teaching Economics: http://www.fte.org/

Landmark Supreme Court Cases: http://www.landmarkcases.org/

“100 Milestone Documents” National Archives http://www.ourdocuments.gov/index.php?flash=false&

Virtual Visit to Truman Library Decision Theatre Problem-Based Learning Simulations http://www.trumanlibrary.org/whdc/;

National Archives Presidential Libraries http://www.archives.gov/presidential-libraries/

American Political Science Association Civic Ed: http://www.apsanet.org/content_4899.cfm

Recommended optional materials/references

Levstik and Barton, Doing History—sections on Civic Education

Hahn, Carole, Hess, Diana, Civic Ed

Berkin, Carol. Revolutionary Mothers: Women in the Struggle for America’s Independence. Vintage, 2006; and Inventing the American Constitution 2003.

Labunski, Richard. James Madison and the Struggle for the Bill of Rights. Oxford University Press, 2008.

McCullough, David G. 1776. New York: Simon and Schuster, 2006.

Course outline:

DATE

TOPIC/READINGS

Method/

Thinking Skill

Readings

Assign

Due

Week 1

Course and Individual Introductions

Syllabus and Survey (from both a Learner’s and Teacher’s perspective-InTASC Standards)

· Why teach government & economics?

· Assignments

· Personal Essay

KWLH Charts

Week 2

Introduction to Standards in Gov and Economics

Steps to Creating a Lesson Plan

Understanding by Design

Mini-Lesson Assignment

Understanding by Design

Arizona and NCSS Standards

McTighe, Jay and Grant Wiggins. Understanding by Design. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2000.

McTighe, Jay and Grant Wiggins. Understanding By Design Handbook. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2000.

http://pixel.fhda.edu/id/six_facets.html

Week 3

Strategies in “Teaching Government to High School and Middle School students”

Prior to class read:

· Constitution

· Enlightenment, British, and Colonial Influences on Founding Fathers

· Path to the Constitutional Convention

Standards assignment due

Week 4

Strategies to Integrate Primary Sources & Current Events

The Constitu-tion as a primary source Assign Due

Week 5

Strategies in Teaching the Bill of Rights

Assessment Strategies

· Pre-assessment

· Post-assessment

· Formative & Summative Assessment

Year long plan due

Week 6

Mini-Lessons on Gov Presentations

· Executive

· Legislative

· Judiciary

Mini-Lesson Plan due

Week 7

Mini-Lessons on Gov Presentations

· Bill of Rights

· Federalism

· How a Bill becomes law

· Linking Institutions—Interest groups, parties, media

· Political ideologies

Gov Unit Plan Due

Week 8

Strategies in Teaching

· Controversial Issues

· Student Rights

Week 9

Focus on Classroom Management

Integrating Current Events into the Classroom

Week 10

Teaching Economics to HS and Middle School Students

· What is economics?

· How do societies decide to allocate resources

· Opportunity Costs

Controver-sial Issues Assign Due

Week 11

Micro & Macro Economics

· Marginal Thinking and Decision making

· Principles of Market economy

· Business Organizations

Week 12

Strategies in Teaching Economics

Stock Market Simulation

Classroom Management Due

Week 13

Mini-Lessons on Economics Presentations

· Demand/Supply

· Role of Gov in the Economy

· Taxes

Week 14


· Globalization

· Economic Problems

Week 15


· Economic Literacy

Unit Plan Due

Week 16

Portfolio Review

Final

FINAL:

Portfolios due

Assessment of Student Learning Outcomes

· Methods of Assessment

· Timeline for Assessment

ASSIGNMENTS:

Signature Assessment: Unit in Economics

Signature Assessment: Unit in Government

Signature Assessment: E-Portfolio

Standards Analysis--connect NCSS themes to AZ standards to National Government and Economic standards and 21st Century skills

Year-long plan of one semester Government and one semester Economics; Scope and Sequence of Government and Economics using Arizona standards

Two Mini Lessons taught--one in Government and one in Economics

E-Portfolio for teaching Government and Economics (resume, teaching philosophy, teaching resources, strategies, technological tools, guides, lesson plans, unit plans, student work

Grading System

Grades:

90-100% = A

80 to 89.9%= B

70 to 79.9%= C

60 to 69.9%= D

Below 60 % is failing

Course policy

· Retests/makeup tests

· Attendance

· Statement on plagiarism and cheating

University policies: Attach the Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board, and Academic Integrity policies or reference them on the syllabus. See the following document for policy statements: http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html.

This course contains signature assessments. It is not possible to pass the course without passing the signature assessments. All signature assessments must meet or exceed minimum criteria in order to be recommended for apprentice teaching.

Policy on Signature Assessments:

· Signature assessments are required as part of our NCATE accreditation and/or the state in order for you to receive an institutional recommendation for a teaching license. Because of these requirements, in order to pass this course, you must meet the minimum requirements for each signature assessment. This requirement is a threshold that must be met prior to receiving a grade.

· As defined in the assignment description(s), you must earn a passing score on each signature assessment in order to pass the course. If you do not earn a passing score on each signature assessment, regardless of your total points in the course, you will receive an F.

· Once you have successfully passed all signature assessments, the course instructor will calculate your course grade.

· If you do not pass the signature assessments, you will receive a failing grade in this course and may be administratively withdrawn from any courses for which this course is a pre-requisite, including TSM/ECI 495C (Apprentice Teaching) and TSM 496C (Apprentice Teaching Seminar). You will have to repeat this course in order to progress in the Teacher Education Program.

Signature Assessments Policy

Signature Assessments: You must pass all signature assignments prior to receiving a grade in this course.

Pass

Fail

Signature Assessment #1: Name


All signature assessments met minimum passing criteria and student is eligible for a course grade other than F

[ ] Yes

[ ] No

Course Assignments

Points Available

Points Earned

Name

xxx

Signature Assessment #1

xxx

Name

xxx

Name

xxx


xxx

Total Points Earned

xxx

Grading Scale:

A = XXX- XXX points B= xxx-xxx points C=xxx-xxx points D= xxx-xxx points F=

You may earn no more than two grades of C in TSM courses and be accepted into student teaching. Grades of D or F must be repeated in order to progress in the Teacher Education Program.

POLICY ON SIGNATURE ASSESSMENTS

· As defined in each assignment description, you must earn a passing score on Name of Signature Assessment(s) by date in order to pass the course. If you do not earn a passing score on (each of) the Signature Assessment(s), regardless of your total points in the course, you will receive an incomplete in the class ONLY IF you complete the Incomplete Grade Policy and Contract form with your course instructor by date. The incomplete contract will specify the date by which you must successfully pass the Signature Assessment(s). Passing the Signature Assessments WILL NOT change the total points earned in the course during the regular semester but will allow you to progress in the Teacher Education Program.

· If you do not pass the Signature Assessments within the time period specified on the Incomplete Contract, you will receive a failing grade in this course and may be administratively withdrawn from any courses for which this course is a pre-requisite, including TSM/ECI 495C (Apprentice Teaching) and TSM 496C (Apprentice Teaching Seminar). You will have to repeat this course in order to progress in the Teacher Education Program.

· If you do not complete an Incomplete Contract for this course with your instructor prior to date, then you will receive an F in the course and must repeat it in order to progress in the Teacher Education Program.

EXISTING SYLLABUS

History 430/530: Applied Teaching Methods in History/Social Studies

Department of History, Northern Arizona University

Dr. Linda Sargent Wood

Fall 2011

Class times: Wednesdays 5:00-7:30

LEC: 5235 (430) & 5236 (530)

Classroom: Liberal Arts 201 & LA Computer Lab

Credits: 3

Office/Hours: Tues and Wed 1:30-2:30 and by appointmentOffice: Lib Arts 313

E-mail: [email protected]

Website: http://jan.ucc.nau.edu/las234/index.htm

Blackboard Learn: https://bblearn.nau.edu/

Course Description:

Have you seen the movie, Ferris Bueller’s Day Off? If you have, you probably remember the teacher (Ben Stein) who bores his students with his lecture on the Hawley-Smoot Tariff of 1930. Snores and vacant stares follow his questions. We laugh, in part, because we know the drill and kill scenario. Some of us have survived it! In this class, we will explore how good teachers create another world where students actively engage social studies content, learn how to read more critically, and write more effectively. This means that students learn more than how to read economics, geography, government, and history textbooks, memorize facts, and take bubble tests. They learn how to analyze primary and secondary documents, look at various perspectives, offer interpretations, examine the relevance of the past in today’s global context, and become more informed and valuable citizens.

This world is not created overnight; it takes years of classroom practice, patience, reflection, and trial and error by both the teacher and the student learners. It requires thinking about your own learning as a teacher and facilitating student learning. For you, as pre-service teachers, we will examine and practice four elements that are crucial to creating a vibrant history/social studies classroom: content knowledge, historical/critical thinking skills, pedagogy (learning plans, assessments, resources, and strategies and activities), and classroom practice. Hence, you will have an opportunity to learn both by “doing history/social studies” and by “teaching history/social studies.”

The main focus of this course is on effectively teaching history. But we will also explore the teaching of economics, geography, and government, and we will examine the questions of what ought to be taught in social studies more broadly and why and how social studies ought to be taught. We will ask what citizenship means as a goal for social studies, how we can deal with controversial issues, and how we can include gender, ethnic, and global perspectives in our teaching. By the end of the course, students will develop their own philosophy of teaching both the social studies and history.

Enduring Understandings:

· Effective history and social studies instruction couples rich content with dynamic learner-centered strategies and constructive assessment.

· Inquiry learning and doing History/Civics/Geography/Economics is a powerful way to learn.

· Engaging stories and content knowledge + historical/critical thinking skills + learner-centered strategies + constructive assessment + lots of practice (including classroom control)= great history/social studies education.

· Both the learner and the teacher have a valuable role to play in student learning.

· Effective history and social studies instruction is vital for the individual and collective good.

Essential Questions:

· What is history? What is social studies?

· What are the habits of mind or the skills involved in working in these subjects?

· How can history and the social sciences best be learned? How can the teacher best facilitate learning?

· What methods work to promote learning?

· What prior understandings and conceptions do students hold?

· How do we know if the student learned?

In this course, we will explore these questions and other issues in history and social studies education. Most importantly, you will have an opportunity to learn by doing.

Learning Outcomes aligned with InTASC Professional Standards for Teaching

By the end of the course, you will be better able to

· Learner and Learning Environment

· Promote learner growth (cognitive, linguistic, social, emotional, physical) by recognizing how learners construct knowledge and make meaning

· Create learning experiences by considering individual and group similarities and differences and collaborating with families and community

· Create a learning environment that is safe, collaborative, active, and self-driven

· Knowledge and skills

· Understand how content and skills are both important components to teaching and learning

· Articulate an understanding of the disciplines and disciplinary skills in social studies;

· Facilitate learning experiences to build student knowledge, skills, and local-global insights

· Engage students in inquiry, critical thinking, creativity, and collaborative problem solving

· Assessment

· Design effective, culturally-wise assessments and rubrics in history/social studies instruction;

· Implement a variety of methods to practice formative and summative assessment to guide student learning

· Planning and Organization

· Plan for a learner-centered classroom

· Plan a year of study in History/Social Studies at the secondary level, meeting required standards;

· Produce & review lessons and unit plans that foster critical thinking and active learning;

· Analyze sources, methods, and unit designs and begin to determine which are appropriate and powerful learning tools to meet a variety of learning outcomes;

· Instructional Strategies and methods

· Demonstrate skills and methods that help students build knowledge and apply their knowledge in historical/critical inquiry (e.g. consider issues of content, perspective, source selection and analysis, themes, controversial issues, and democratic participation);

· Adapt strategies for a variety of learners and environments

· Dispositions and Professional Responsibility

· Become familiar with professional organizations, journals, and professional activities in Social Studies and history education;

· Collaborate with others to draft curriculum

· Strengthen your teaching portfolio to demonstrate your knowledge, skills and experience;

· Assemble an application packet for a history/social studies position;

· Interview for a teaching position

Required Readings:

· Wineburg, Sam, Daisy Martin, and Chauncey Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. New York: Teachers College Press, 2011.

· Robinson, Ken, The Element: How Finding your Passion Changes Everything. New York: Viking, 2009.

· Selected articles and websites noted in weekly schedule and in Course Docs of BBLEARN

Standards: Critical attention will be given to standards and how to adapt them for use in the classroom.

· InTASC Model Core Teaching Standards, http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

· Arizona State Social Studies Standard http://www.azed.gov/standards-practices/social-studies-standard/

· Social Studies Resources: http://www.ade.az.gov/sa/sdi/socstudies.asp

· Ideal: https://www.ideal.azed.gov/p/

· National Council for the Social Studies http://www.socialstudies.org/standards/curriculum

· National Standards for U.S. and World History http://www.sscnet.ucla.edu/nchs/standards/

· History Habits of Mind http://www.history.ilstu.edu/nhp/habits_of_mind.html

· National Standards for Civics and Government http://www.civiced.org/index.php?page=stds

· National Geography Standards http://www.nationalgeographic.com/xpeditions/standards/

· National Economic Standards http://www.councilforeconed.org/ea/standards/

· 21st Century Standards for Learning (American Association of School Librarians) http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm (download of poster available here)

Professional Engagement

· H-Net Lists: H-TLH (Teaching and Learning History), H-Net National History Day and/or H-Net High School Social Studies Education (To subscribe, go to http://www.h-net.org/lists/ and register);

· Education Week, Expect More Arizona, NY Times and other large newspaper education sections

· Ideal: https://www.ideal.azed.gov/p/

· Arizona Council for the Social Studies http://www.azsocialstudies.org/

· National Council for the Social Studies http://www.socialstudies.org/

· Professional organizations in the disciplines such as National Council for History Education http://www.nche.net/

Recommended Readings:

Bain, Robert. “Into the Breach: Using Research and Theory to Shape History Instruction,” in Peter Stearns, ed., Knowing, Teaching, and Learning History. New York University Press, 2000, pp. 331-52.

Bain, Robert. “‘They Thought the World Was Flat?’: Applying the Principles of How People Learn in Teaching High School History.” In M. Suzanne Donovan and John D. Bransford, eds. How Students Learn History in the Classroom. Washington, D.C.: National Academies Press, 2005, pp. 179-88.

Online at http://www.nap.edu/books/0309089484/html/R1.html

Drake, Frederick D. and Lynn R. Nelson. Engagement in Teaching History: Theory and Practices for Middle and

Secondary Teachers. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2008.

Suggestions on ways to engage students in historical inquiry, source analysis, and interpretation. See also “Defining First-/Second-/and Third-Order Documents.” Lawrence W. McBride and Frederick Drake, “The National History Project.” http://history.illinoisstate.edu/nhp/firstsecondthirdorder.html#primary.

Guarneri, Carl. America in the World: United States History in Global Context. Boston: McGraw Hill, 2007 (for History 530)

Lemov, Doug. Teach Like a Champion: 49 Techniques that Put Students on the Path to College. Jossey-Bass, 2010. (Check out “Building a Better Teacher,” NY Times, March 2, 2010 article about Lemov’s work http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html?_r=1&scp=1&sq=doug%20lemov%20teach&st=cse and Amazon for videos)

Mandell, Nikki. Thinking Like a Historian: A Framework for Teaching and Learning. Madison: Wisconsin Historical Society, 2008. Watch video: http://www.wisconsinhistory.org/ThinkingLikeaHistorian/

Marzano, Robert J., Jane E. Pollock, and Debra J. Pickering. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Association for Supervision & Curriculum Development, 2001.



Roupp, Heidi, ed. Teaching World History: A Resource Book. Westview, 1997.

Stearns, Peter, N., Steven S. Gosch, and Erwin P. Grieshaber, eds. Documents in World History 2 vols. Longman, 2008.

Wineburg, Sam. “Historical Thinking and Other Unnatural Acts,” Phi Delta Kappan (March 1999): 488-99—reprinted in Wineburg, Historical Thinking and Other Unnatural Acts. Temple, 2001.

Course Requirements: For Detailed assignments and rubrics see the Assignments document

ASSIGNMENT

DUE DATE

Points Possible

In-Class Assignments (reading reactions; lesson analysis, quizzes, peer reviews, participation, reflective writing, historical thinking exercises, curriculum planning, etc,)

weekly

Up to 200

Trends Discussion Leader: each week one person will read at least one article and lead a discussion on a relevant topic in education. The person will select the topic, brief the class, and engage all in a discussion using a good method of instruction.

Sept 7- end of semester

20

10 minute model lesson demonstration: Select a lesson from the Reading Like a Historian book/website and demonstrate it to the class (Sign up for a time)

Sept 14- end of the semester

25

Attend one workshop/conference/seminar or talk and write a one-page reflection on what you learned

Turn in within 5 days of the event

25

Standards Analysis

Sept 21

40

Year Long Curriculum Plans (do two of your choice: U.S. History, World History/Geography, Economics, Government)

Sept 29

50

Learning Plan Analysis

Oct 5

40

History learning plan with Annotated Resource Set

Oct 12

50

World History/Geography learning plan

Oct 19

50

Government/Civics learning plan

Nov 2

50

Economics learning plan

Nov 9

50

Unit Rationale and rough draft of Unit

Nov 16

25

Mini-lesson in a secondary classroom (or Hst 430/530)

Submit to TASKSTREAM

By Dec 7

100

Unit Plan

Submit to TASKSTREAM

By Dec 7

200

Portfolio

By Dec 14

100

Final: Simulated Job Interviews using Portfolio

Dec 14

40

Additional Assignments for Graduate Students in History 530

Book Review on book of your choice (HISTORY 530 STUDENTS ONLY)

Sept 21

50

Action Research Plan

TBD

100

This course contains signature assessments. It is not possible to pass the course without passing the signature assessments. All signature assessments must meet or exceed minimum criteria in order to be recommended for apprentice teaching.

Policy on Signature Assessments:

· Signature assessments are required as part of our NCATE accreditation and/or the state in order for you to receive an institutional recommendation for a teaching license. Because of these requirements, in order to pass this course, you must meet the minimum requirements for each signature assessment. This requirement is a threshold that must be met prior to receiving a grade.

· As defined in the assignment description(s), you must earn a passing score on each signature assessment in order to pass the course. If you do not earn a passing score on each signature assessment, regardless of your total points in the course, you will receive an F.

· Once you have successfully passed all signature assessments, the course instructor will calculate your course grade.

· If you do not pass the signature assessments, you will receive a failing grade in this course and may be administratively withdrawn from any courses for which this course is a pre-requisite, including TSM/ECI 495C (Apprentice Teaching) and TSM 496C (Apprentice Teaching Seminar). You will have to repeat this course in order to progress in the Teacher Education Program.

Grading Scale:

90-100% = A

80 to 89.9%= B

70 to 79.9%= C

60 to 69.9%= D

Below 60 % is failing

Please note:

· This class relies on each individual’s participation for its success. Each student is expected to come to class prepared and ready to participate. Hence, if anyone misses more than two times, they risk failing the entire class. Stay in communication with the professor throughout the course.

· Use of laptops, phones, & other tech devices are not permitted for anything but class activities.

· Based on your needs and learning as well as unexpected changes by workshop presenters, the agenda may be changed.

· Pay close attention to the syllabus, email alerts, and announcements.

Course Schedule

DATE

TOPIC/READINGS

Method/

Thinking Skill

Readings

Assign

Due

Sat 8/27

EXTRA

Project Citizen Workshop

See Blackboard Course Documents: Professional Development for more info

Fulfills prof dev workshop requirement

W 8/31

Course and Individual Introductions

Syllabus and Survey (from both a Learner’s and Teacher’s perspective-InTASC Standards)

Discuss: Powerful Learning Experiences

Create a learning plan

KWLH Charts

Historical & Critical Thinking Skills

New Bloom’s Taxonomy

21st Century Skills

Arizona Historical Society

http://www.arizonahistoricalsociety.org/

Youth Curator program video http://www.arizonahistoricalsociety.org/UserFiles/media/myce_cool.html

New Bloom’s Taxonomy and Constructivist Learning http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Learning Plan Creation

W 9/7

Content and Skills—What are we teaching?

Inquiry Learning and Critical Thinking in the Social Studies

Questions for Discussion: What is history? What does it mean to “do” history? What is historical thinking? Why teach history? What does the research and teachers’ experience tell us about students’ historical understanding? What does the research and teachers’ experience indicate, suggest, recommend, mean for the history teacher and student?

Garbology, MYCE, Photo Analysis, National History Day

Examples:

Digital History http://www.digitalhistory.uh.edu/ (see especially the active learning section) and http://digitalhistory.uh.edu/photostories/menu.cfm

Valley of the Shadow http://valley.vcdh.virginia.edu/

Martha Ballard’s Diary http://www.dohistory.org/

The Social Studies Themes, Disciplines, and Disciplinary Thinking:

History as

Event/Account

Scaffolding

Lecture/A Time to Tell

Bruce VanSledright, “What Does it Mean to Think Historically. . . and How Do You Teach It?” Social Education 68 (2004): 230-33

Mandell, Nikki. “Thinking Like a Historian: A Framework for Teaching and Learning,” Magazine of History (April 2008), 55-63.

Wineburg, Reading Like a Historian intro and view the video on YouTube called “Reading like a Historian” from the Stanford History Ed Group: http://www.youtube.com/watch?v=wWz08mVUIt8

Examine the pages on TeachingHistory.org on Historical thinking (order the free poster on teaching historical thinking) http://teachinghistory.org/

National Historical Thinking Standards: http://nchs.ucla.edu/standards/thinking5-12.html

AZ Historical Thinking standards (Concept 1 Research skills): http://www.ade.state.az.us/standards/sstudies/articulated/

Due: Readings & websites BEFORE Class

Sat 9/10

9-12

Lib Arts 201

National History Day Workshop

Historical Process

For other NHD workshops, see

· Arizona NHD website http://www.arizonahistoricalsociety.org/nhd/default.asp

www.nhdarizona.org/

· National NHD website: http://www.nationalhistoryday.org/


W 9/14

Standards and Planning –Facilitating Learning Experiences

Understanding by Design Curriculum Planning and Standards

1. Learners and Learning

2. Big Idea (Enduring Understanding)

3. Essential Question

4. Assessment

5. Instructional Practice: Activities for learning

Example: “I Love Lucy and Television in the 1950s”

Economic Depression to Economic Prosperity

“From Rosie to Lucy: The Mass Media and Images of Women in the 1950s,” James West Davidson and Mark H. Lytle, After the Fact, 5th ed. (New York: McGraw-Hill, 2005): 346-73.

Standards Reading & Analysis

Backward Design Curriculum Planning

Media & Technology,

Integrated Lecture,

Drama, and Argumentation

Selections from



http://pixel.fhda.edu/id/six_facets.html

W 9/21

Planning for a Year

Paula Wright—Curriculum Planning for a Course—History (U.S. & World), Geography, Civics/Government, and Economics

To Textbook or Not? Sources in the classroom

Task-Oriented Simulation of Social Studies Department Deciding on source acquisitions: textbooks, maps, primary sources, internet, and film

Differentiated Instruction

DUE:

Read the Element and complete Standards Analysis Assignment

Sat 9/24

8-1:00

GeoConference 2011

Mesa Community College 1833 Southern Ave, Mesa

AZ Geographic Alliance http://geoalliance.asu.edu/azga_site/node/39


W 9/28

Planning for a unit and a day—Goals and Assessment

Due: 2 Year Long Plans

Fri 9/30

Ardrey Aud

10:00 am-11:30

Sir Ken Robinson

“Creativity in Teaching and Learning”

Changing Ed Paradigms: http://www.youtube.com/watch?v=zDZFcDGpL4U

View a short, informational video intro to Sir Ken’s visit to campus:

http://www.wsbaccess.com/wsbinsights/insights.aspx?7258445d

http://sirkenrobinson.com/skr/

NOTE: Special CLASSTIME in lieu of no class on W 10/12 REQUIRED!

Sat 10/1

Library of Congress Inquiry Learning Workshop and the Creation of an Annotated Resource Set

Primary Source Analysis

Fulfills Prof dev workshop requirement

W 10/5

Planning for a unit and a day—Instructional Activities and Differentiated Instruction

Due: Learning Plan Analysis

W 10/12

Individual time to work on Unit Learning Plans

Waiting for Superman and “The Inconvenient Truth Behind Waiting for Superman” http://www.waitingforsupermantruth.org/?page_id=2

Due: Annotated Resource Set with history learning plan

W 10/19

Teaching US and World History

Primary Sources

DBQ’s

1st order, 2nd order, 3rd order document analysis

· Arizona Historical Society Education Page http://www.arizonahistoricalsociety.org/education/

· Library of Congress American Memory Website http://memory.loc.gov/ammem/index.html

· National Archives Documents and Teaching Website http://www.archives.gov/education/

· Primary Source Analysis guide: http://lilt.ilstu.edu/fddrake/main%20pages/guide.html

· Drake, Frederick and Sarah Drake Brown, “A Systematic Approach to Improve Students’ Historical Thinking,” History Teacher 36 (August 2003), Online at http://www.historycooperative.org/journals/ht/36.4/drake.html

· Virtual Library of Archaeology: http://archnet.asu.edu/

Due: World History/Geography learning plan

W 10/26

Teaching Gov/Civics—Project Citizen, We the People, Our Courts Project, Landmark Supreme Court Cases

With Teachers Kathy Zimski and Randy Hopson

Debate, Moot Courts, Model United Nations, Role-Plays, Political Cartoons, Project Citizen, We the People, Facing the Future, Simulations, & Elections

Learning Competitions

Service Learning

“History, Democracy, and Citizenship: The Debate over History’s Role in Teaching Citizenship and Democracy” Organization of American Historians, Online Essay: http://www.oah.org/reports/tradhist.html

“Our Courts” http://www.ourcourts.org/

Street Law http://www.streetlaw.org/ and Supreme Court Landmark Cases http://www.landmarkcases.org/ Project Citizen, We The People, and more at Arizona Foundation for Legal Services and Education http://www.azflse.org/

Facing the Future: http://www.facingthefuture.org/

Due: Portfolio Rough Draft

Fri-Sat

10/28

EXTRA

Arizona Council for the Social Studies Conference at ASU West

Multiple strategies and ideas demonstrated

Registration:

http://www.azsocialstudies.org/conferences.cfm

ACSS Student Teaching Scholarships of $1,000 info http://www.azsocialstudies.org/awards.cfm


11/2

Teaching Economics—macro and micro in the classroom with Teachers Randy Hopson and Kathy Zimski

Graphic Organizers

· Cline Library “Traders Exhibit”

http://www.nau.edu/library/speccoll/exhibits/traders/index.html

· Foundation for Teaching

Economics: http://www.fte.org/

· “Economics in the Classroom”

http://www.learner.org/resources/series159.html

· “Inside the Global Economy”

http://www.learner.org/resources/series86.html

Due: Government Learning Plan

W

11/9

Problem-Based Learning

Case Study: Teaching Slavery, Civil War, Reconstruction, Jim Crow segregation, and Brown V. Board of Education via the story of Laurel Grove Colored School

In-Class Readings:

· Primary documents (distributed in class): Photos, deeds, wills, cemetery records, court records, free black records

Problem-based Learning

Cooperative Learning

Marzano’s Nine

Lesson Analysis: “A Look at Virginians During Reconstruction,” Peopling the American Past website, George Mason University, http://chnm.gmu.edu/7tah/units_7tah.php?seventahid=5

Due: Econ Learning Plan

W 11/16

Meet in GRAIL Lab

ARD bldng

GIS & Inquiry Learning

Maps, Legends, & Tech

· Arizona Geographic Alliance: http://alliance.la.asu.edu/azga/

· Geography Resources: http://www.pitt.edu/~poole/secedSSgeog.html

· “Exploring Geography through African History” http://www.learner.org/resources/series166.html#

· “China through Mapping” http://www.learner.org/resources/series166.html#

Due: Unit Rationale and Rough Drafts of Unit Plans

W 11/23

Mini-Lessons

DUE: Mini-Lessons

W 11/30

Mini-lessons and Portfolio Showcase

DUE: Mini-Lessons

W 12/7

Preparing for student teaching: What to Expect, How to Prepare, and Getting Along with your

Cooperating Teacher

InTASC Professional Dispositions

DUE: Unit Plan

W 12/14

FINAL: Practice job interviews with Portfolio

Portfolios due

Submitting Assignments:

When submitting a document, save them as word documents and include in the title of the doc

YOUR LAST NAME-TITLE of assignment-DATE

Subscription to Taskstream

Signature assignments must be posted on “TaskStream” so that they will go into your teaching portfolio (please note that everyone enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream “program,” which contains your program portfolio). For more information, go to http://portfolio.coe.nau.edu/ (for an account go to http://portfolio.coe.nau.edu/stud_res.html#codes). Only get a 1-year subscription at most.

Late Assignment Policy

· You may be late ONE WEEK without penalty on ONE of your assignments (you must give me notification by email or written note that you are taking your one late paper before or on the day the assignment is due. Come to class even if you don’t turn in your assignment. Your participation in class is valuable and we don’t want to miss out on your contribution.)

· Any other late papers:

· One day late, 10% deduction in the grade

· Two days to one week late, 50% deduction

· After one week, no credit for the assignment.

Writing Center: Students who want additional help with their work should visit the Writing Center at: http://www.cal.nau.edu/english/writing_center.asp. The Writing Center has some on-line office hours and facilities and is a very good way to get your paper evaluated before turning it in for credit.

E-mail and Forwarding—I will e-mail you throughout the semester as a group. If you use non- NAU e-mail like yahoo or Gmail, you can forward your NAU account to the other e-mail accounts. Making sure your e-mail goes somewhere that you actually check it is VERY important.

A note about plagiarism—Don’t cheat! If you do, I shall abide by university policies. For more info, see below.

Classroom Management Statement

Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.

It is the responsibility of each student to behave in a manner that does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus.

At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.

Student Handbook http://www4.nau.edu/stulife/StudentHandbook/Appendix_F_ClassroomMgt.htm

NORTHERN ARIZONA UNIVERSITY

POLICY STATEMENTS

SAFE ENVIRONMENT POLICY

NAU‘s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.

You may obtain a copy of this policy from the college dean‘s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean‘s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU‘s Office of Affirmative Action (928-523-3312).

STUDENTS WITH DISABILITIES

If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services (DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations.

Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed. Concerns or questions regarding disability related accommodations can be brought to the attention of DSS or the Affirmative Action Office.

INSTITUTIONAL REVIEW BOARD

Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures. A copy of the IRB Policy and Procedures Manual is available in each department‘s administrative office and each college dean‘s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

ACADEMIC INTEGRITY

The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU‘s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU‘s Student Handbook.

ACADEMIC CONTACT HOUR POLICY

The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: ―an hour of work is the equivalent of 50 minutes of class time...at least 15 contact hours or recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.

NAU Policy Statement: http://jan.ucc.nau.edu/academicadmin/policy1.html

Signature Assessments Policy

Signature Assessments: You must pass all signature assignments prior to receiving a grade in this course.

Pass

Fail



All signature assessments met minimum passing criteria and student is eligible for a course grade other than F

[ ] Yes

[ ] No

Course Assignments

Points Available

Points Earned

Name

xxx


xxx

Name

xxx

Name

xxx


xxx

Total Points Earned

xxx

Grading Scale:

A = XXX- XXX points B= xxx-xxx points C=xxx-xxx points D= xxx-xxx points F=

You may earn no more than two grades of C in TSM courses and be accepted into student teaching. Grades of D or F must be repeated in order to progress in the Teacher Education Program.

POLICY ON SIGNATURE ASSESSMENTS

· As defined in each assignment description, you must earn a passing score on Name of Signature Assessment(s) by date in order to pass the course. If you do not earn a passing score on (each of) the Signature Assessment(s), regardless of your total points in the course, you will receive an incomplete in the class ONLY IF you complete the Incomplete Grade Policy and Contract form with your course instructor by date. The incomplete contract will specify the date by which you must successfully pass the Signature Assessment(s). Passing the Signature Assessments WILL NOT change the total points earned in the course during the regular semester but will allow you to progress in the Teacher Education Program.

· If you do not pass the Signature Assessments within the time period specified on the Incomplete Contract, you will receive a failing grade in this course and may be administratively withdrawn from any courses for which this course is a pre-requisite, including TSM/ECI 495C (Apprentice Teaching) and TSM 496C (Apprentice Teaching Seminar). You will have to repeat this course in order to progress in the Teacher Education Program.

· If you do not complete an Incomplete Contract for this course with your instructor prior to date, then you will receive an F in the course and must repeat it in order to progress in the Teacher Education Program.

Revised 06/22/2011